Faster than a school: children referred to as hyperactive in school context

• Autor(a) principal: Freitas, Cláudia Rodrigues de
• Data de Publicação: 2019
• Outros Autores: Baptista, Claudio Roberto
• Tipo de documento: Artigo
• Idioma: por; spa
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• DOI: 10.21723/riaee.v14iesp.1.12207
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/12207
• topic: ADHD; Hyperactivity; Attention; Child Education; School Inclusion.; TDAH; Hiperactividad; Atención; Inclusión Escolar; Educación Infantil.; TDAH; Hiperatividade; Atenção; Inclusão Escolar; Educação Infantil.

This work analyzes the several discourses that identify a significant number of children as hyperactive in Child Education in the Schools of the City of Porto Alegre. In order to substantiate the searches, some essential concepts were developed. The concept of normalcy, based on the thinking of Canguilhem and Foucault, is associated to the systemic thinking of Gregory Bateson. Considering the continuous articulation between normal and abnormal, the construction of the concept of Attention Deficit Hyperactivity Disorder - ADHD A cartographic analysis of attention, evidences understood Attention not as a condition precedent, but within its circular invention movement, as an effect of and in learning. Among the evidences, one of the most important is the one that identifies hyperactivity associated to a dimension of abandonment, focused not only on the subject child but also on all of those affected in this network.